Sub-Saharan African Kingdoms — Ghana, Mali, Songhai, Great Zimbabwe

Sahel, Niger River, Sahara; trade across an ocean of sand.

Target: I can explain sahel, Niger River, Sahara.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Sahel, Niger River, Sahara.
3. Independent practice (12 min): trade across an ocean of sand..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Sahel, Niger River, Sahara".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Area of West African kingdoms; map work.

Target: I can area of West African kingdoms.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Area of West African kingdoms.
3. Independent practice (12 min): map work..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of area of West African kingdoms." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Read on Sahel geography; central idea (RI.6.2).

Target: I can read on Sahel geography.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Read on Sahel geography.
3. Independent practice (12 min): central idea (RI.6.2)..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Read on Sahel geography".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Biodiversity in African ecosystems — savanna case study.

Target: I can biodiversity in African ecosystems — savanna case study.

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Biodiversity in African ecosystems — savanna case study" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Biodiversity in African ecosystems — savanna case study" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

Wagadu/Ghana Empire; gold-salt trade taxed at the borders.

Target: I can explain wagadu/Ghana Empire.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Wagadu/Ghana Empire.
3. Independent practice (12 min): gold-salt trade taxed at the borders..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Wagadu/Ghana Empire".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Trade ratios: gold per camel-load of salt.

Target: I can trade ratios: gold per camel-load of salt.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Trade ratios: gold per camel-load of salt" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of trade ratios: gold per camel-load of salt." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Vocabulary: griot, sahel, caravan, mosque.

Target: I can read and write about vocabulary: griot, sahel, caravan, mosque.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Vocabulary: griot, sahel, caravan, mosque" — students follow along and annotate.
3. Discussion (10 min): turn-and-talk on a focus question, then share out with text evidence.
4. Writing (15 min): students respond in writer's notebook — one paragraph minimum, citing the text.
5. Share (3 min): two volunteers read a sentence they're proud of.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Vocabulary: griot, sahel, caravan, mosque".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Vocab: griot, sahel, caravan, mosque

Investigation: 'savanna in a jar' biome model.

Target: I can investigate investigation: 'savanna in a jar' biome model.

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Investigation: 'savanna in a jar' biome model" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Investigation: 'savanna in a jar' biome model" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

1324 hajj to Mecca; Timbuktu as a center of learning.

Target: I can explain 1324 hajj to Mecca.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): 1324 hajj to Mecca.
3. Independent practice (12 min): Timbuktu as a center of learning..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "1324 hajj to Mecca".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Percent gold given away on Mansa Musa's hajj — inflation problem.

Target: I can percent gold given away on Mansa Musa's hajj — inflation problem.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Percent gold given away on Mansa Musa's hajj — inflation problem" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of percent gold given away on Mansa Musa's hajj — inflation problem." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Read an Ibn Battuta excerpt; compare to a textbook account (RI.6.6).

Target: I can read an Ibn Battuta excerpt.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Read an Ibn Battuta excerpt.
3. Independent practice (12 min): compare to a textbook account ..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Read an Ibn Battuta excerpt".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Animal adaptations to grassland life.

Target: I can animal adaptations to grassland life.

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Animal adaptations to grassland life" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Animal adaptations to grassland life" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

Sunni Ali and Askia Muhammad; Sankore University.

Target: I can sunni Ali and Askia Muhammad.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Sunni Ali and Askia Muhammad.
3. Independent practice (12 min): Sankore University..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Sunni Ali and Askia Muhammad".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Compare empire size data: Ghana, Mali, Songhai.

Target: I can compare empire size data: Ghana, Mali, Songhai.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Compare empire size data: Ghana, Mali, Songhai" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of compare empire size data: Ghana, Mali, Songhai." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Plan informative paragraph: 'What did Timbuktu offer the world?' (W.6.2).

Target: I can plan informative paragraph: 'What did Timbuktu offer the world?' (W.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Plan informative paragraph: 'What did Timbuktu offer the world?'" — students follow along and annotate.
3. Discussion (10 min): turn-and-talk on a focus question, then share out with text evidence.
4. Writing (15 min): students respond in writer's notebook — one paragraph minimum, citing the text.
5. Share (3 min): two volunteers read a sentence they're proud of.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Plan informative paragraph: 'What did Timbuktu offer the world?'".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Compare savanna and Mediterranean ecosystem services.

Target: I can compare savanna and Mediterranean ecosystem services.

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Compare savanna and Mediterranean ecosystem services" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Compare savanna and Mediterranean ecosystem services" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

Stone enclosures; gold trade with Indian Ocean ports.

Target: I can stone enclosures.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Stone enclosures.
3. Independent practice (12 min): gold trade with Indian Ocean ports..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Stone enclosures".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Mixed practice: ratio, percent, area.

Target: I can mixed practice: ratio, percent, area.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mixed practice: ratio, percent, area" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of mixed practice: ratio, percent, area." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Vocab: ratio, percent, area

Draft & publish informative paragraph.

Target: I can draft & publish informative paragraph.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Draft & publish informative paragraph" — students follow along and annotate.
3. Discussion (10 min): turn-and-talk on a focus question, then share out with text evidence.
4. Writing (15 min): students respond in writer's notebook — one paragraph minimum, citing the text.
5. Share (3 min): two volunteers read a sentence they're proud of.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Draft & publish informative paragraph".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Lab journal sync; weekly reflection.

Target: I can lab journal sync.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Lab journal sync.
3. Independent practice (12 min): weekly reflection..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Lab journal sync" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.